Training

2. Training in quality and safety

The HUG has developed academic training courses for the benefit of its healthcare staff. A "CAS in quality and safety of care: operational aspects" is offered to all front-line staff; and a "DAS in quality and safety of care: managerial aspects" has been created for managers and teachers/researchers. These courses are also open to other institutions, and promote networking between professionals.

Training programs are open to all medical professionals and support the pursuit of quality at the HUG.

Teaching

Training is one of the HUG's key missions, conducted in collaboration with the University and Higher Education institutions.

Training the next generationTeaching - 2017 key figures at HUG in Geneva

  • 785.5 internal doctors positions
  • 160 clinical managers positions in FMH (Swiss Medical Association) training

Teaching

Training is one of HUG’s missions carried out in collaboration with the University and specialist higher education institutions

Training the next generationTeaching - 2016 Key Figures at HUG in Geneva

  • 742 junior doctor posts
  • 160.4 posts for senior residents in FMH training
  • 1’166 medical trainees

Training topics

  • Clinical supervision and feedback
  • Learning and teaching of physician-patient communication
  • Learning and teaching of interprofessional communication
  • Learning and teaching of professionalism
  • Giving difficult feedback
  • Identifying residents who are struggling
  • Supporting and assisting residents struggling with clinical reasoning

Institute of Primary Care Medicine

Mission

Mission of the Institute of Primary Care Medicine

The mission of the Institute of Primary Care Medicine, created in 2011, is to coordinate undergraduate and postgraduate training in the field of primary care medicine and to ensure quality, to increase the attractiveness of this discipline among students and residents, and to ensure that they are exposed to populations representative of future practice locations.

It brings together the departments of children and adolescents, obstetrics and gynecology, community medicine, primary care and emergency medicine, internal medicine, rehabilitation and geriatrics, and mental health and psychiatry.

Since 2015, it has had the mission of ensuring the training of supervisors (senior residents and associate physicians) in the field of clinical supervision in connection with multidisciplinary skills (clinical reasoning, communication, interprofessional cooperation professionalism, etc.). It also focuses on promoting the support and assistance of physicians-in-training.

The clinical environment is the place of learning for physicians-in-training. Part of the knowledge, skills, and attitudes is acquired personally and autonomously; other parts are developed through structured training activities; finally, the majority is acquired through contact with their supervisors. However, this learning is often described as unstructured, opportunistic, and involuntary.

In order to maximize this learning, it is essential that supervisors be able to guide residents appropriately and have effective pedagogical skills even though they themselves are subject to different constraints and priorities within their division.

This is all the more important because the workplace assessment (EMiT) of residents in training is an integral part of the Regulation for postgraduate training and postgraduate training programs (figure 5). These EMiT make it possible to observe, in a structured manner, the practical medical skills of the residents in daily clinical work and to evaluate them through a self-assessment and trainer feedback with various instruments such as the Mini-Clinical Evaluation Exercise (Mini-CEX) and the Direct Observation of Procedural Skills (DOPS).

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